Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that Thoreau had distinct purposes for writing Walden(Where).Walden is an important and inspiring text because it encourages higher-level thinking and independent thought (Why).Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text(What). (H) 1.2 Engage students by taking them on a nature walk and then asking them to come up with a list of what they think the "necessaries" of life are and write them on the board. Then, proceed to ask them if they could imagine living "alone, in the woods, a mile from any neighbor, in a house [they] built [themselves]... and earned [their] living by the labor of [their] hands only" (a quote from the first paragraph of Walden). After a brief discussion, introduce Thoreau, transcendentalism, and Walden. Have this entire class take place outside (weather permitting). (E) 1.3 Students will know the definition of transcendentalism and its main beliefs, a brief biography of Thoreau, what an epigraph is, the significance of experiment/experience, "journaling," Thoreau's lists, "how-to manual" style, voice, persona, and the meaning of self-reliance within the text (Equip). Students will use a Tree Chart Graphic Organizer to outline and connect some of the major ideas and devices that they find in the first chapter, "Economy." Students will take part in a Think-Pair-Write cooperative learning experience in which they compare their tree charts and make an organized list of the things that they want to go over as a class (Explore). Students will begin writing their blog posts in which they respond to a portion of the assigned reading (Experience). (R) 1.4 During instruction, students will participate in One Question and One Comment to check for understanding. The teacher will use quick writes as exit tickets to make sure that students are thinking deeply about the text (Rethink). Students will comment with feedback on each other's blog posts (Rethink/Revise) and I will send each student my own private response with feedback on their blog posts (Revise/Refine). (E-2) 1.5 Formative Assessment:Pre-Asessment: Students will take a survey on the first day that assess their knowledge on Walden, Thoreau, and different types of rhetorical devices. Checking for Understanding: Quick write. Timely Feedback: Teacher, peers. (T) 1.6 Tailors Verbal: Students will read the first chapter of Walden ("Economy") in which Thoreau introduces readers to his "experiment" on Walden Pond. Logic: Have students examine Thoreau's lists of how much he spent on materials to build his cabin and how much spends on food, etc. in "Economy" and determine how "economical" they really are. Visual: Students will use a Tree Chart graphic organizer to help them connect the major ideas and devices that they find while reading "Economy." Students will also look up pictures of Walden Pond where Thoreau lived. Musical: After a brief introduction to the concept of transcendentalism, students will explore this blog that lists contemporary songs that somehow reflect values of transcendentalism. Then, students will be asked to find their own song that is not on the list and write a blog post about it and how it reflects at least one value of transcendentalism. Kinesthestic: Students will go on a "nature walk" in which they record their observations in a journal and share them with each other. Intrapersonal: Students are reading Walden and reflecting on it on their own in their blog posts. Interpersonal: Students collaborated to discuss their Tree Charts and to outline major ideas and devices that they found in the assigned reading. Students also provided feedback on one another's blog posts. Naturalist: Students will go on a "nature walk" to help introduce them to the text and to get them thinking about Thoreau's connection with nature.
This class will be held outside (weather permitting). Later, they will be required to reflect upon their walk while transpiring their journal observations into a blog post. (O) 1.7 Students will be able to make sense of Thoreau's purpose(s) for writing Walden.(Interpretation). Product: Blog. Number of Days: 3-4 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that Thoreau had distinct purposes for writing Walden(Where). Walden is an important and inspiring text because it encourages higher-level thinking and independent thought (Why).Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text(What). (H) 2.2 Students will take a field trip to Walden Woods in Lincoln, MA. (E) 2.3 Students will know the definition of transcendentalism and its main beliefs, a brief biography of Thoreau, what an epigraph is, the significance of experiment/experience, "journaling," Thoreau's lists, "how-to manual" style, voice, persona, and the meaning of self-reliance within the text (Equip). Students will use a story map to help them decipher what is going on in the text and to plan for what they will discuss in their podcast. Students will break down into groups of 2-3 to create their podcasts using the team project format (Explore). Students will spend 3-4 days working on their podcasts in groups (Experience). (R) 2.4 While the groups are working on their podcasts, the teacher will circulate the room to observe the students as they work to check for understanding and answer questions (Rethink). Students will provide peer feedback when each group presents their podcasts (RethinkRrevise). The teacher will then provide each group with written feedback (Revise/Refine). (E-2) 2.5 Formative Assessment:Checking for Understanding: Observation and conferences with groups as they are working on their podcasts and Timely Feedback: Teacher, peers. (T) 2.6 Tailors Verbal: Students will continue reading Walden, focusing on chapter 2 ("Where I Lived and What I Lived For") for this lesson. Students will also create a podcast that analyzes Thoreau's experience on Walden Pond so far in the text. Logic: In their podcast, students may include a section about the "logic" behind Thoreau's life in the woods. They may include references to the amount of money he saves during his time there. Visual: Students will look up pictures of Walden Pond where Thoreau lived to help gain understanding of his experience. They will also use a graphic organizer to help them plan for their podcast. Musical: Students will be given the option to include a song in their podcast. Kinesthestic: Students will walk around Walden Woods during their field trip. Intrapersonal: Students will continue to work on their blogs in which they document their personal reflections on the text. Interpersonal: Students will work in pairs or small groups to create a podcast that analyzes Thoreau's experience on Walden Pond so far in the text. Naturalist: Students will be exposed to Thoreau's observations of and discussions about nature within the context of Walden. (O) 2.7 Students will be able to analyze Thoreau's purpose for writing Walden. Students will also get to explore Walden Woods where Thoreau lived while on their field trip. (Perspective) Product: Podcast. Number of Days: 4-5 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that Thoreau uses a wide range of rhetorical devices to help him convey his purpose (Where). It is important for students to be able to recognize and evaluate rhetoric because not only does it teach to think critically and to write effectively and persuasively, it is used in our everyday lives (Why). Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text(What). (H) 3.2 Ask students to think about a commercial or advertisement that they found particularly effective and then ask them to think about what it was that made it effective. Have them share their thoughts. Use this to lead into an introduction of rhetoric. (E) 3.3 Students will know the rhetorical devices that Thoreau uses (such as ethos, logos, pathos, imagery, tone, voice, ambiguities, analogies, allegories, allusions, contradictions, irony, paradoxes, parallelism, etc.) as well as know how to identify them and how to describe how they are used to convey his purpose (Equip). Students will use a spreadsheet on Google Docs to help them keep track of the different kinds of rhetorical devices that they come across while reading the text. Students will be able to collaborate on the spreadsheet and add to it as class (Explore). Students will have the choice to work alone or in groups to create a Prezi that highlights 5 rhetorical devices found in Walden. Students will then incorporate 5 devices of their choice into their own persuasive piece on Google Docs (Experience). (R) 3.4 The teacher will use Oral Questioning during instruction to make sure that the students understand how rhetoric works (Rethink).
Students will add to and comment on the class spreadsheet as well as on their Prezis and persuasive pieces and use the spreadsheet and Prezi to help them think of devices to use in their persuasive piece (Rethink/Revise). The teacher will provide both written and oral feedback on their Prezis and persuasive pieces (Revise/Refine). (E-2) 3.5 Formative Assessment:Checking for Understanding:Word Sort of names of rhetorical devices and examples of them in the text and Timely Feedback: Teacher, self, peers. (T) 3.6 Tailors Verbal: Students will continue reading Walden, focusing on "Spring." Students will present their Prezis to the class and then write their own persuasive pieces using rhetoric. Logic: Students will categorize rhetorical devices within the spreadsheet and determine which ones appear most often in Walden while contemplating what that may be. Visual: Students will create a Prezi that explores 5 different rhetorical devices found in Walden. Musical: Kinesthestic: Students may include skits in their Prezi presentations in which they "act out" examples of rhetoric found in Walden. Intrapersonal: Students will continue to work on their blogs in which they document their personal reflections on the text. Interpersonal: Students will collaborate on the class spreadsheet and provide comments on each other's persuasive pieces. They will also have the option to work in groups to create Prezis. Naturalist: Students will be exposed to Thoreau's observations of and discussions about nature within the context of Walden. (O) 3.7 Students will be able to show and cite examples of rhetorical devices found in Walden. They will also be able to create their own narratives on a personal experience and include rhetorical devices in their writing. (Application and Explanation) Products: Prezi and a persuasive essay on Google Docs. Number of Days: 5-7 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that Thoreau uses his personal experience at Walden Pond to help him convey his purpose (Where). It is important for students to recognize the influence that personal experience and reflection can have on writing and on personal growth (Why). Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text(What). (H) 4.2 Students will watch a video that is related to a theme in Walden and discuss how and why it connects to that theme. (E) 4.3 Students will know that Thoreau's personal experience is a valuable tool that aids the persuasive nature of Walden(Equip). Students will use two timeline graphic organizers to make rough drafts of the interactive timelines that they will create for both Walden and of their own lives. Students will collaborate in drafting Thoreau's experience into a timeline using the rally table method (Explore). Students will create Thoreau's timeline and their own timeline and then make an iMovie that connects at least one aspect of their personal lives/journeys with a theme from Walden(Experience). (R) 4.4 After drafting their timelines, students will participate in a gallery walk in which they will view what each group came up with and to make sure that their group didn't forget anything important (Rethink). Students will comment on both versions of interactive timelines and the teacher will approve their iMovie idea/theme before the iMovie is made (Rethink/Revise). Students will give peer feedback on each other's iMovies and the teacher will give each student individual feedback. Students will also fill out a reflective piece after creating their iMovies (Revise/Refine). (E-2) 4.5 Formative Assessment:Checking for Understanding: Students will participate in a gallery walk after drafting timelines and they will have a conference with the teacher about their iMovie before it is made and Timely Feedback: Teacher, peers, self. (T) 4.6 Tailors Verbal: Students will continue reading Walden on their own, focusing on the final chapter, "Conclusion." Logic: Visual: Students will create timelines and an iMovie. Musical: Students may include music in their iMovies. Kinesthestic: Students will move around while participating in the gallery walk and they have the option to film themselves doing something active for their iMovie. Intrapersonal: Students will work on their own to create their iMovies and will continue reading and reflecting in their blog posts. Interpersonal: Students will work in groups to create Thoreau's timeline. Naturalist: Students will be exposed to Thoreau's observations of and discussions about nature within the context of Walden. (O) 4.7 Students will be able to consider their own personal lives/experiences in relation to Thoreau's experience in Walden by creating a timeline of their own lives and touching upon themes that they can relate to. Students will also reflect on how one or more of the themes found in Walden connect to their own personal experiences (Empathy and Self-Knowledge). Products: Interactive timeline and iMovie. Number of Days: 5-7 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Engage students by taking them on a nature walk and then asking them to come up with a list of what they think the "necessaries" of life are and write them on the board. Then, proceed to ask them if they could imagine living "alone, in the woods, a mile from any neighbor, in a house [they] built [themselves]... and earned [their] living by the labor of [their] hands only" (a quote from the first paragraph of Walden). After a brief discussion, introduce Thoreau, transcendentalism, and Walden. Have this entire class take place outside (weather permitting).
(E) 1.3 Students will know the definition of transcendentalism and its main beliefs, a brief biography of Thoreau, what an epigraph is, the significance of experiment/experience, "journaling," Thoreau's lists, "how-to manual" style, voice, persona, and the meaning of self-reliance within the text (Equip). Students will use a Tree Chart Graphic Organizer to outline and connect some of the major ideas and devices that they find in the first chapter, "Economy." Students will take part in a Think-Pair-Write cooperative learning experience in which they compare their tree charts and make an organized list of the things that they want to go over as a class (Explore). Students will begin writing their blog posts in which they respond to a portion of the assigned reading (Experience).
(R) 1.4 During instruction, students will participate in One Question and One Comment to check for understanding. The teacher will use quick writes as exit tickets to make sure that students are thinking deeply about the text (Rethink). Students will comment with feedback on each other's blog posts (Rethink/Revise) and I will send each student my own private response with feedback on their blog posts (Revise/Refine).
(E-2) 1.5 Formative Assessment: Pre-Asessment: Students will take a survey on the first day that assess their knowledge on Walden, Thoreau, and different types of rhetorical devices. Checking for Understanding: Quick write. Timely Feedback: Teacher, peers.
(T) 1.6 Tailors
Verbal: Students will read the first chapter of Walden ("Economy") in which Thoreau introduces readers to his "experiment" on Walden Pond.
Logic: Have students examine Thoreau's lists of how much he spent on materials to build his cabin and how much spends on food, etc. in "Economy" and determine how "economical" they really are.
Visual: Students will use a Tree Chart graphic organizer to help them connect the major ideas and devices that they find while reading "Economy." Students will also look up pictures of Walden Pond where Thoreau lived.
Musical: After a brief introduction to the concept of transcendentalism, students will explore this blog that lists contemporary songs that somehow reflect values of transcendentalism. Then, students will be asked to find their own song that is not on the list and write a blog post about it and how it reflects at least one value of transcendentalism.
Kinesthestic: Students will go on a "nature walk" in which they record their observations in a journal and share them with each other.
Intrapersonal: Students are reading Walden and reflecting on it on their own in their blog posts.
Interpersonal: Students collaborated to discuss their Tree Charts and to outline major ideas and devices that they found in the assigned reading. Students also provided feedback on one another's blog posts.
Naturalist: Students will go on a "nature walk" to help introduce them to the text and to get them thinking about Thoreau's connection with nature.
This class will be held outside (weather permitting). Later, they will be required to reflect upon their walk while transpiring their journal observations into a blog post.
(O) 1.7 Students will be able to make sense of Thoreau's purpose(s) for writing Walden. (Interpretation).
Product: Blog.
Number of Days: 3-4 (Organize)
Lesson 2
(H) 2.2 Students will take a field trip to Walden Woods in Lincoln, MA.
(E) 2.3 Students will know the definition of transcendentalism and its main beliefs, a brief biography of Thoreau, what an epigraph is, the significance of experiment/experience, "journaling," Thoreau's lists, "how-to manual" style, voice, persona, and the meaning of self-reliance within the text
(Equip). Students will use a story map to help them decipher what is going on in the text and to plan for what they will discuss in their podcast. Students will break down into groups of 2-3 to create their podcasts using the team project format (Explore). Students will spend 3-4 days working on their podcasts in groups (Experience).
(R) 2.4 While the groups are working on their podcasts, the teacher will circulate the room to observe the students as they work to check for understanding and answer questions (Rethink). Students will provide peer feedback when each group presents their podcasts (RethinkRrevise). The teacher will then provide each group with written feedback (Revise/Refine).
(E-2) 2.5 Formative Assessment: Checking for Understanding: Observation and conferences with groups as they are working on their podcasts and Timely Feedback: Teacher, peers.
(T) 2.6 Tailors
Verbal: Students will continue reading Walden, focusing on chapter 2 ("Where I Lived and What I Lived For") for this lesson. Students will also create a podcast that analyzes Thoreau's experience on Walden Pond so far in the text.
Logic: In their podcast, students may include a section about the "logic" behind Thoreau's life in the woods. They may include references to the amount of money he saves during his time there.
Visual: Students will look up pictures of Walden Pond where Thoreau lived to help gain understanding of his experience. They will also use a graphic organizer to help them plan for their podcast.
Musical: Students will be given the option to include a song in their podcast.
Kinesthestic: Students will walk around Walden Woods during their field trip.
Intrapersonal: Students will continue to work on their blogs in which they document their personal reflections on the text.
Interpersonal: Students will work in pairs or small groups to create a podcast that analyzes Thoreau's experience on Walden Pond so far in the text.
Naturalist: Students will be exposed to Thoreau's observations of and discussions about nature within the context of Walden.
(O) 2.7 Students will be able to analyze Thoreau's purpose for writing Walden. Students will also get to explore Walden Woods where Thoreau lived while on their field trip. (Perspective)
Product: Podcast.
Number of Days: 4-5 (Organize)
Lesson 3
(H) 3.2 Ask students to think about a commercial or advertisement that they found particularly effective and then ask them to think about what it was that made it effective. Have them share their thoughts. Use this to lead into an introduction of rhetoric.
(E) 3.3 Students will know the rhetorical devices that Thoreau uses (such as ethos, logos, pathos, imagery, tone, voice, ambiguities, analogies, allegories, allusions, contradictions, irony, paradoxes, parallelism, etc.) as well as know how to identify them and how to describe how they are used to convey his purpose (Equip). Students will use a spreadsheet on Google Docs to help them keep track of the different kinds of rhetorical devices that they come across while reading the text. Students will be able to collaborate on the spreadsheet and add to it as class (Explore). Students will have the choice to work alone or in groups to create a Prezi that highlights 5 rhetorical devices found in Walden. Students will then incorporate 5 devices of their choice into their own persuasive piece on Google Docs (Experience).
(R) 3.4 The teacher will use Oral Questioning during instruction to make sure that the students understand how rhetoric works (Rethink).
Students will add to and comment on the class spreadsheet as well as on their Prezis and persuasive pieces and use the spreadsheet and Prezi to help them think of devices to use in their persuasive piece (Rethink/Revise). The teacher will provide both written and oral feedback on their Prezis and persuasive pieces (Revise/Refine).
(E-2) 3.5 Formative Assessment: Checking for Understanding: Word Sort of names of rhetorical devices and examples of them in the text and Timely Feedback: Teacher, self, peers.
(T) 3.6 Tailors
Verbal: Students will continue reading Walden, focusing on "Spring." Students will present their Prezis to the class and then write their own persuasive pieces using rhetoric.
Logic: Students will categorize rhetorical devices within the spreadsheet and determine which ones appear most often in Walden while contemplating what that may be.
Visual: Students will create a Prezi that explores 5 different rhetorical devices found in Walden.
Musical:
Kinesthestic: Students may include skits in their Prezi presentations in which they "act out" examples of rhetoric found in Walden.
Intrapersonal: Students will continue to work on their blogs in which they document their personal reflections on the text.
Interpersonal: Students will collaborate on the class spreadsheet and provide comments on each other's persuasive pieces. They will also have the option to work in groups to create Prezis.
Naturalist: Students will be exposed to Thoreau's observations of and discussions about nature within the context of Walden.
(O) 3.7 Students will be able to show and cite examples of rhetorical devices found in Walden. They will also be able to create their own narratives on a personal experience and include rhetorical devices in their writing. (Application and Explanation)
Products: Prezi and a persuasive essay on Google Docs.
Number of Days: 5-7 (Organize)
Lesson 4
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text (What).
(H) 4.2 Students will watch a video that is related to a theme in Walden and discuss how and why it connects to that theme.
(E) 4.3 Students will know that Thoreau's personal experience is a valuable tool that aids the persuasive nature of Walden (Equip). Students will use two timeline graphic organizers to make rough drafts of the interactive timelines that they will create for both Walden and of their own lives. Students will collaborate in drafting Thoreau's experience into a timeline using the rally table method (Explore). Students will create Thoreau's timeline and their own timeline and then make an iMovie that connects at least one aspect of their personal lives/journeys with a theme from Walden (Experience).
(R) 4.4 After drafting their timelines, students will participate in a gallery walk in which they will view what each group came up with and to make sure that their group didn't forget anything important (Rethink). Students will comment on both versions of interactive timelines and the teacher will approve their iMovie idea/theme before the iMovie is made (Rethink/Revise). Students will give peer feedback on each other's iMovies and the teacher will give each student individual feedback. Students will also fill out a reflective piece after creating their iMovies (Revise/Refine).
(E-2) 4.5 Formative Assessment: Checking for Understanding: Students will participate in a gallery walk after drafting timelines and they will have a conference with the teacher about their iMovie before it is made and Timely Feedback: Teacher, peers, self.
(T) 4.6 Tailors
Verbal: Students will continue reading Walden on their own, focusing on the final chapter, "Conclusion."
Logic:
Visual: Students will create timelines and an iMovie.
Musical: Students may include music in their iMovies.
Kinesthestic: Students will move around while participating in the gallery walk and they have the option to film themselves doing something active for their iMovie.
Intrapersonal: Students will work on their own to create their iMovies and will continue reading and reflecting in their blog posts.
Interpersonal: Students will work in groups to create Thoreau's timeline.
Naturalist: Students will be exposed to Thoreau's observations of and discussions about nature within the context of Walden.
(O) 4.7 Students will be able to consider their own personal lives/experiences in relation to Thoreau's experience in Walden by creating a timeline of their own lives and touching upon themes that they can relate to. Students will also reflect on how one or more of the themes found in Walden connect to their own personal experiences (Empathy and Self-Knowledge).
Products: Interactive timeline and iMovie.
Number of Days: 5-7 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe